Analysis of didactic situations as psychological instruments to learn to read and write in primary school

Abstract

In this article, a qualitative analysis is made of formal and informal educational situations that function as psychological instruments from a Vygostskian perspective, which benefits from learning reading comprehension and written composition, in a group of 9 primary school students from a private school in the city of Pachuca de Soto, Hidalgo through semi-structured interviews and participant observation. The results show the importance of favoring informal educational situations in addition to maintaining the formal ones, since the context, environment and informal educational agents such as parents can favor these skills, mainly in contexts as complex and challenging as those that the pandemic has represented by Covid-19.